Practicing Design Judgement through Intention-Focused Course Curricula

Main Article Content

Ylva Fernaeus Anders Lundström

Abstract

This paper elaborates on how design judgement can be
practiced in design education, as explored in several
iterations of an advanced course in interaction design. The
students were probed to address four separate design
tasks based on distinct high-level intentions, i.e. to 1) take
societal responsibility, 2) to generate profit, 3) to explore a
new concept, and 4) to trigger reflection and debate. This
structure, we found, served as a valuable tool in our
context for bringing important topics to discussion in class
and for actively practicing design judgement. We discuss
what we see as the main qualities of this approach in
relation to more conventional course structures in this area,
with a focus directed more towards aspects of
methodology, specific interaction techniques, and design
principles more generally.

Article Details

How to Cite
FERNAEUS, Ylva; LUNDSTRÖM, Anders. Practicing Design Judgement through Intention-Focused Course Curricula. Design and Technology Education: an International Journal, [S.l.], v. 20, n. 1, feb. 2015. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2021>. Date accessed: 20 sep. 2019.
Keywords
interaction design, design education, design intentions
Section
Research